Please enable JavaScript.
Coggle requires JavaScript to display documents.
Cultural and Ethical Issue of Assessment Rubrics and Content - Coggle…
Cultural and Ethical Issue of Assessment Rubrics and Content
Ethical issue
Definition:
ethical behaviour: acting based on one’s judgment of an obligation—a duty by virtue of a relationship with a person or social institution
Issues: Test Score pollution
A systematic increase or decrease in the test unrelated to content domain represented on a test
1) Preparation for the test
Teacher drills the pupils within a period of time to do revision before the exam with the exact pattern of questions.
This is unethical because the students will only memorise the answers, such as remembering essays.
2) Situational factors
The socio-psychological aspects that affecting the individuals.
Examples : The examiner feels fatigue while assessing the test may influence the assessment process.
3) External factors
External factors refer to any factor rather than test preparation and situational factors, such as family and home influence.
Confidentiality
Teacher showing the grades and performance of the students to the public.
This is unethical because it allow students to compare between themselves which will create unhealthy competition.
Issue: Falsifying the result of students' performance in examination to make the data looked good on paper and to maintain the reputation of the teacher/school
Pupils are unable to develop their skills
Parents could not track the actual progress of their children
Pupils that need remedial classes are ignored
Teacher's grade biased
Teachers' assessments can sometimes tend to support students with more "agreeable" personalities over actual ability.
"Agreeable" personalities : sociable or emotional fragile pupils
Cultural issue
Definition: Cultural bias occurs in testing materials when test items assess knowledge or experiences that are specific to a certain culture.
The cultural differences must be appropriately considered when creating assessments.
The content of the assessment must be thought thoroughly to be fairly created for all pupils from different cultural backgrounds. For instance, creating an essay writing instruction should be flexible for all pupils to answer which means the question cannot be fixed. An example would be on allowing the pupils to write an essay about any festivals instead of one specific festival that not all are familiar with.
The choice and level of words used in any asessment should be appropriately written for different levels of pupils.
The choice and level of words cannot be too high or too low when assessing the pupils. It should be properly and carefully decided through discussions from teachers teaching different areas to be able to come out with an ideal level of words.
The criterias use to assess pupils should appropriate with pupils' learning context.
The criterias should not assess the aspects or elements that the are not covered in the syllabus. It would be unfair if the pupils are to be assessed for what they have not learnt.